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Each student will have acquired essential science skills and knowledge including use of the scientific investigation process; understandings of concepts of life, earth, and physical sciences; understandings of the interrelationships among the sciences and the applications of science as technology; and knowledge of the impact of science in our world.
Biology 2
Description
This is a one-credit course. The course is designed to provide an introduction to anatomy and physiology. The goal is that students leave the class with a basic understanding of the parts of the human body and how it functions. A series of laboratory investigations are incorporated with emphasis on problem solving.
Time Allocation
Ninety minutes daily for one smear
Texts/References
Modern Biology, Holt, Rinehart and Winston, 1999.
Themes/Topics
Histology
Skeletal system
Muscular system
Circulatory system
Respiratory system
Nervous system
Endocrine system
Reproductive system
Nutrition
Review of cell transport, structure, metabolism, and transcription/translation/replication
Comparative anatomy
Projects/Speakers/Field Trips
Field trip to CSU's human anatomy lab, animal anatomy lab, microbiology lab, equine science department, and veterinary teaching hospital
Histology book project
Pig dissection
Observation of cat dissection
Assessments
Lab Performance
Teacher constructed tests and quizzes
Grades and Performance Levels
Grades are based upon assignments/worksheets, labs, and tests. Performance levels are based on standards assessments.
Biology 2 Expectations
Scientific Investigation
A. Asked questions and stated hypotheses, using prior scientific knowledge to help guide their development.
B. Created and defended a written plan of action for a scientific investigation.
C. Selected and used appropriate technologies to gather, process, and analyze data and to report information related to an investigation.
D. Identified major sources of error or uncertainty within an investigation (for example, particular measuring devices and experimental procedures).
E. Constructed and revised scientific explanations and models, using evidence, logic, and experiments that include identifying and controlling variables.
F. Communicated and evaluated scientific thinking that leads to particular conclusions
G. Recognized and analyzed alternative explanations and models.
H. Explained the difference between a scientific theory and a scientific hypothesis.
Scientific Principles and Concepts
A. Explained how adaptations (for example, structure, behavior) of an organism determine its niche (role) in the environment.
B. Explained how simple molecules can be built into larger molecules within organisms (for example, amino acids serve as building blocks of proteins; carbon dioxide and water are the basic materials for building sugars through photosynthesis).
C. Explained how large molecules (for example, starch and protein) are broken down into smaller molecules, serving as an energy source or as basic building blocks in organisms.
D. Explained how energy is used in the maintenance, repair, growth, and development of tissues (for example, in the production of new skin cells requires energy).
E. Described cellular organelles and their function (for example, the relationship of ribosomes to protein synthesis; the relationship of mitochondria to energy transformation).
F. Differentiated among levels of organization (cells, tissues, and organs) and their roles within the whole organism.
G. Explained human body functions in terms of interacting organ systems composed of specialized structures that maintain or restore health (for example, mechanisms involved in homeostasis (balance) such as feedback in the endocrine system).
H. Compared and contrasted characteristics of and treatments for various types of medical problems (for example, accidental, infectious, genetic)3.3e using examples to explain the relationship of structure and function in organisms.
I. Described the pattern and process of reproduction and development in several organisms (for example, earthworm, chick, human).
J. Compared and contrasted the purpose and process of cell division (mitosis) with the production of sex cells (meiosis).
K. Gave examples to show how some traits can be inherited while others are due to the interaction of genes and the environment (for example, skin cancer triggered by over-exposure to sunlight or contact with chemical carcinogens).
L. Described how DNA serves as the vehicle for genetic continuity and the source of genetic diversity upon which natural selection can act.
M. Described the general structure and function of the gene (DNA) and its role in heredity and protein synthesis (for example, replication of DNA and the role of RNA in protein synthesis).
Relationships
A. Demonstrated the interrelationships between science and technology (for example, building a bridge, designing a better running shoe).
B. Explained the use of technology in an occupation (for example, biologist, doctor, veterinarian, zoologist).